Antecedent-based Intervention National Professional Development Center on ASD 2016 1
For more information visit: www.afirm.fpg.unc.edu
Components of the EBP Brief Packet…
8.
Sam, A., & AFIRM Team. (2016). Antecedent-based intervention. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/antecedent-based-intervention
This overview
brief will
support your
use of the
evidence-
based practice:
Antecedent-
based
Intervention.
Antecedent-based Intervention (ABI) ---EBP Brief Packet---
Antecedent-based
Intervention (ABI)
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Antecedent-based Intervention National Professional Development Center on ASD 2016 2
Antecedent-based
Intervention (ABI)
What is Antecedent-based Intervention?
Derived from applied behavior analysis, antecedent-based interventions (ABI) are used to
address both interfering behaviors (e.g. repetitive, disruptive) and on-task behaviors (e.g.
engaged or working on specific task/activity) behaviors. ABI is commonly used with other
evidence-based practices such as functional behavior assessment (FBA), extinction (EXT), and
reinforcement (R+).
With ABI, teachers and practitioners focus on identifying the events that take place immediately
before and after an identified interfering behavior. The identification of both before and after
events, allows for teachers and practitioners to identify the conditions or events within the
environment that prompt the learner to exhibit the identified behavior (i.e., antecedents) and the
conditions or events that are reinforcing the behavior after it occurs (i.e., consequences).
Evidence-base
Based upon the recent review, antecedent-based intervention meets the evidence-based
practice criteria with 32 single case design studies. The practice has been effective for
preschoolers (3-5 years) to high school learners (15-22 years) with ASD. Evidence-based practices
(EBP) and studies included in the 2014 EBP report detailed how antecedent-based intervention
can be used effectively to address: social, communication, behavior, school-readiness, play,
motor, adaptive, and academic outcomes.
How is ABI Being Used?
Antecedent-based intervention can be used by a variety of professionals, including teachers,
special educators, therapists, paraprofessionals, and early interventionists in educational and
community-based environments. Parents and family members also can use antecedent-based
intervention in the home.
For more information visit: www.afirm.fpg.unc.edu
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Antecedent-based Intervention National Professional Development Center on ASD 2015 1
Antecedent-based
Intervention (ABI)
The National Professional Development Center on ASD has adopted the following criteria to determine if a
practice is evidence-based. The EBP Report provides more information about the review process (Wong et
al., 2014).
Efficacy must be established through high quality, peer-reviewed research in scientific journals using:
• randomized or quasi-experimental design studies (two high quality experimental or quasi-
experimental group design studies),
• single-subject design studies (three different investigators or research groups must have
conducted five high quality single subject design studies), or
• combination of evidence [one high quality randomized or quasi-experimental group design study
and three high quality single subject design studies conducted by at least three different
investigators or research groups (across the group and single subject design studies)].
--OVERVIEW--
Antecedent-based intervention is an evidence-based practice used to decrease interfering behavior and
increase on-task behaviors. ABI meets the evidence-based practice criteria with 32 single case design
studies. The practice has been effective with learners in early intervention (0-2 years) to high school learners
(15-22 years). Studies included in the 2014 EBP report detailed how antecedent-based intervention can be
used effectively to address: behavior, play, social, communication, school readiness, adaptive, academic, and
motor outcomes.
In the table below, the outcomes identified by the evidence base are shown by age of participants.
Early Intervention
(0-2)
Preschool
(3-5)
Elementary
(6-11)
Middle
(12-14)
High
(15-22)
Social Social Social Social
Communication Communication Communication Communication
Behavior Behavior Behavior Behavior Behavior
School-Readiness School-Readiness School-Readiness
Play Play Play
Motor
Adaptive Adaptive Adaptive
Academic Academic Academic
---Evidence-base for
Antecedent-based Intervention---
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Antecedent-based Intervention National Professional Development Center on ASD 2015 2
Early intervention (0-2 years)
Reinhartsen, D. B., Garfinkle, A. N., & Wolery, M. (2002). Engagement with toys in two-year-old children with autism:
Teacher selection versus child choice. Research and Practice for Persons with Severe Disabilities, 27(3), 175-187.
doi: 10.2511/rpsd.27.3.175
Preschool (3-5 years)
*Cale, S. I., Carr, E. G., Blakeley-Smith, A., & Owen-DeSchryver, J. S. (2009). Context-based assessment and intervention
for problem behavior in children with autism spectrum disorder. Behavior modification, 33(6), 707-742. doi:
10.1177/0145445509340775
*Carter, C. M. (2001). Using choice with game play to increase language skills and interactive behaviors in children with
autism. Journal of Positive Behavior Interventions, 3(3), 131-151. doi: 10.1177/109830070100300302
Dunlap, G., & Plienis, A. J. (1991). The influence of task size on the unsupervised task performance of students with
developmental disabilities. Education and Treatment of Children, 14(2), 85-95.
*Koegel, L. K., Koegel, R. L., Frea, W., & Green-Hopkins, I. (2003). Priming as a method of coordinating educational
services for students with autism. Language, Speech, and Hearing Services in Schools, 34(3), 228. doi:
10.1044/0161-1461(2003/019)
*Rapp, J. T., Vollmer, T. R., Peter, C., Dozier, C. L., & Cotnoir, N. M. (2004). Analysis of response allocation in individuals
with multiple forms of stereotyped behavior. Journal of Applied Behavior Analysis, 37(4), 481-501. doi:
10.1901/jaba.2004.37-481
*Rispoli, M., O'Reilly, M., Lang, R., Machalicek, W., Davis, T., Lancioni, G., & Sigafoos, J. (2011a). Effects of motivating
operations on problem and academic behavior in classrooms. Journal of Applied Behavior Analysis, 44(1), 187-
192. doi: 10.1901/jaba.2011.44-187
*Rispoli, M. J., O'Reilly, M. F., Sigafoos, J., Lang, R., Kang, S., Lancioni, G., & Parker, R. (2011b). Effects of presession
satiation on challenging behavior and academic engagement for children with autism during classroom
instruction. Education and Training in Autism and Developmental Disabilities, 46(4), 607.
*Schreibman, L., Whalen, C., & Stahmer, A. C. (2000). The use of video priming to reduce disruptive transition behavior
in children with autism. Journal of Positive Behavior Interventions, 2(1), 3-11. doi: 10.1177/109830070000200102
*Taylor, B. A., Hoch, H., Potter, B., Rodriguez, A., Spinnato, D., & Kalaigian, M. (2005). Manipulating establishing
operations to promote initiations toward peers in children with autism. Research in Developmental Disabilities,
26(4), 385-392. doi: 10.1016/j.ridd.2004.11.003
Antecedent-based
Intervention (ABI)
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Antecedent-based Intervention National Professional Development Center on ASD 2015 3
Elementary (6-11 years)
Adcock, J., & Cuvo, A. J. (2009). Enhancing learning for children with autism spectrum disorders in regular education by
instructional modifications. Research in Autism Spectrum Disorders, 3(2), 319-328. doi:
10.1016/j.rasd.2008.07.004
*Cale, S. I., Carr, E. G., Blakeley-Smith, A., & Owen-DeSchryver, J. S. (2009). Context-based assessment and intervention
for problem behavior in children with autism spectrum disorder. Behavior modification, 33(6), 707-742. doi:
10.1177/0145445509340775
*Carter, C. M. (2001). Using choice with game play to increase language skills and interactive behaviors in children with
autism. Journal of Positive Behavior Interventions, 3(3), 131-151. doi: 10.1177/109830070100300302
Conroy, M. A., Asmus, J. M., Sellers, J. A., & Ladwig, C. N. (2005). The use of an antecedent-based intervention to
decrease stereotypic behavior in a general education classroom: A case study. Focus on Autism and Other
Developmental Disabilities, 20(4), 223-230. doi: 10.1177/10883576050200040401
Dudley, L. L., Johnson, C., & Barnes, R. S. (2002). Decreasing rumination using a starchy food satiation procedure.
Behavioral Interventions, 17(1), 21-29. doi: 10.1002/bin.104
Dyer, K., Dunlap, G., & Winterling, V. (1990). Effects of choice making on the serious problem behaviors of students with
severe handicaps. Journal of Applied Behavior Analysis, 23(4), 515-524. doi: 10.1901/jaba.1990.23-515
Graff, R. B., & Green, G. (2004). Two methods for teaching simple visual discriminations to learners with severe
disabilities. Research in Developmental Disabilities, 25(3), 295-307. doi: 10.1016/j.ridd.2003.08.002
Hagopian, L. P., & Toole, L. M. (2009). Effects of response blocking and competing stimuli on stereotypic behavior.
Behavioral Interventions, 24(2), 117-125. doi: 10.1002/bin.278
Haley, J. L., Heick, P. F., & Luiselli, J. K. (2010). Use of an antecedent intervention to decrease vocal stereotypy of a
student with autism in the general education classroom. Child & Family Behavior Therapy, 32(4), 311-321. doi:
10.1080/07317107.2010.515527
Kliebert, M. L., & Tiger, J. H. (2011). Direct and distal effects of noncontingent juice on rumination exhibited by a child
with autism. Journal of Applied Behavior Analysis, 44(4), 955-959. doi: 10.1901/jaba.2011.44-955
Ladd, M. V., Luiselli, J. K., & Baker, L. (2009). Continuous access to competing stimulation as intervention for self-
injurious skin picking in a child with autism. Child & Family Behavior Therapy, 31(1), 54-60. doi:
10.1080/07317100802701400
O'Connor, A. S., Prieto, J., Hoffmann, B., DeQuinzio, J. A., & Taylor, B. A. (2011). A stimulus control procedure to decrease
motor and vocal stereotypy. Behavioral Interventions, 26(3), 231-242. doi: 10.1002/bin.335
Antecedent-based
Intervention (ABI)
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Antecedent-based Intervention National Professional Development Center on ASD 2015 4
Elementary (6-11 years continued)
*Rapp, J. T., Vollmer, T. R., Peter, C., Dozier, C. L., & Cotnoir, N. M. (2004). Analysis of response allocation in individuals
with multiple forms of stereotyped behavior. Journal of Applied Behavior Analysis, 37(4), 481-501. doi:
10.1901/jaba.2004.37-481
*Rispoli, M., O'Reilly, M., Lang, R., Machalicek, W., Davis, T., Lancioni, G., & Sigafoos, J. (2011a). Effects of motivating
operations on problem and academic behavior in classrooms. Journal of Applied Behavior Analysis, 44(1), 187-
192. doi: 10.1901/jaba.2011.44-187
*Rispoli, M. J., O'Reilly, M. F., Sigafoos, J., Lang, R., Kang, S., Lancioni, G., & Parker, R. (2011b). Effects of presession
satiation on challenging behavior and academic engagement for children with autism during classroom
instruction. Education and Training in Autism and Developmental Disabilities, 46(4), 607.
Roane, H. S., Kelly, M. L., & Fisher, W. W. (2003). The effects of noncontingent access to food on the rate of object
mouthing across three settings. Journal of Applied Behavior Analysis, 36(4), 579-582. doi: 10.1901/jaba.2003.36-
579
*Schreibman, L., Whalen, C., & Stahmer, A. C. (2000). The use of video priming to reduce disruptive transition behavior
in children with autism. Journal of Positive Behavior Interventions, 2(1), 3-11. doi: 10.1177/109830070000200102
Stichter, J. P., Randolph, J. K., Kay, D., & Gage, N. (2009). The use of structural analysis to develop antecedent-based
interventions for students with autism. Journal of Autism and Developmental Disorders, 39(6), 883-896. doi:
10.1007/s10803-009-0693-8
*Taylor, B. A., Hoch, H., Potter, B., Rodriguez, A., Spinnato, D., & Kalaigian, M. (2005). Manipulating establishing
operations to promote initiations toward peers in children with autism. Research in Developmental Disabilities,
26(4), 385-392. doi: 10.1016/j.ridd.2004.11.003
Middle (12-14 years)
Ahearn, W. H. (2003). Using simultaneous presentation to increase vegetable consumption in a mildly selective child
with autism. Journal of Applied Behavior Analysis, 36(3), 361-365. doi: 10.1901/jaba.2003.36-361
Butler, L. R., & Luiselli, J. K. (2007). Escape-maintained problem behavior in a child with autism antecedent functional
analysis and intervention evaluation of noncontingent escape and instructional fading. Journal of Positive
Behavior Interventions, 9(4), 195-202. doi: 10.1177/10983007070090040201
Graff, R. B., & Green, G. (2004). Two methods for teaching simple visual discriminations to learners with severe
disabilities. Research in Developmental Disabilities, 25(3), 295-307. doi: 10.1016/j.ridd.2003.08.002
Mason, S. A., & Newsom, C. D. (1990). The application of sensory change to reduce stereotyped behavior. Research in
Developmental Disabilities, 11(3), 257-271. doi: 10.1016/0891-4222(90)90012-W
Antecedent-based
Intervention (ABI)
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Antecedent-based Intervention National Professional Development Center on ASD 2015 5
Middle (12-14 years continued)
*Taylor, B. A., Hoch, H., Potter, B., Rodriguez, A., Spinnato, D., & Kalaigian, M. (2005). Manipulating establishing
operations to promote initiations toward peers in children with autism. Research in Developmental Disabilities,
26(4), 385-392. doi: 10.1016/j.ridd.2004.11.003
*Tiger, J. H., Fisher, W. W., Toussaint, K. A., & Kodak, T. (2009). Progressing from initially ambiguous functional analyses:
Three case examples. Research in developmental disabilities, 30(5), 910-926. doi: 10.1016/j.ridd.2099.01.005
High (15-22 years)
Ebanks, M. E., & Fisher, W. W. (2003). Altering the timing of academic prompts to treat destructive behavior maintained
by escape. Journal of Applied Behavior Analysis, 36(3), 355-359. doi: 10.1901/jaba.2003.36-355
Kennedy, C. H. (1994). Manipulating antecedent conditions to alter the stimulus control of problem behavior. Journal of
Applied Behavior Analysis, 27(1), 161-170. doi: 10.1901/jaba.1994.27-161
*Koegel, L. K., Koegel, R. L., Frea, W., & Green-Hopkins, I. (2003). Priming as a method of coordinating educational
services for students with autism. Language, Speech, and Hearing Services in Schools, 34(3), 228. doi:
10.1044/0161-1461(2003/019)
Mason, S. A., & Newsom, C. D. (1990). The application of sensory change to reduce stereotyped behavior. Research in
Developmental Disabilities, 11(3), 257-271. doi: 10.1016/0891-4222(90)90012-W
Piazza, C. C., Hanley, G. P., & Fisher, W. W. (1996). Functional analysis and treatment of cigarette pica. Journal of Applied
Behavior Analysis, 29(4), 437-450. doi: 10.1901/jaba.1996.29-437
Sigafoos, J., Green, V. A., Payne, D., O'Reilly, M. F., & Lancioni, G. E. (2009). A classroom-based antecedent intervention
reduces obsessive-repetitive behavior in an adolescent with autism. Clinical Case Studies, 8(1), 3-13. doi:
10.1177/1534650108327475
*Tiger, J. H., Fisher, W. W., Toussaint, K. A., & Kodak, T. (2009). Progressing from initially ambiguous functional analyses:
Three case examples. Research in developmental disabilities, 30(5), 910-926. doi: 10.1016/j.ridd.2099.01.005
Walpole, C. W., Roscoe, E. M., & Dube, W. V. (2007). Use of a differential observing response to expand restricted
stimulus control. Journal of Applied Behavior Analysis, 40(4), 707-712. doi: 10.1901/jaba.2007.707-712
* Research which included participants in multiple age ranges.
Antecedent-based
Intervention (ABI)
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Antecedent-based Intervention National Professional Development Center on ASD 2016 1
This practice guide
outlines how to plan
for, use, and monitor
the practice of
antecedent-based
interventions.
Keep in mind that ABI
can be used to
decrease interfering
behaviors and
increase engagement.
BEFORE YOU START…
Each of the following points is important
to address so that you can be sure the selected EBP
is likely to address the learning needs of your
student.
Have you found out more information about. . .?
□ Identified the behavior…
□ Collected baseline data through direct
observation…
□ Established a goal or outcome that clearly
states when the behavior will occur,
what the target skill is, and how the
team will know when the skill is
mastered…
If the answer to any of these is “no,” review the
process of how to select an EBP.
For more information visit:
www.afirm.fpg.unc.edu
Antecedent-based Intervention (ABI)
---Step-by-Step Guide---
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Now you are ready to start…
Step 1: ABI Planning
The planning step explains initial considerations involved in preparing to use ABI. Be sure to use a functional behavior
assessment (FBA) to identify and define the interfering behavior.
1.1 Identify and define interfering behavior through an FBA
To assist in identifying a behavior that interferes with learning and/or development, team members should
complete a functional behavior assessment (FBA). For more information, visit the Functional Behavior
Assessment module.
1.2 Collect data using direct observation methods
To collect data on the interfering behavior, team members should use A-B-C data charts. A-B-C data charts
help team members identify what happens directly before the behavior (antecedent), describe the behavior,
and determine what happens directly after the behavior (consequence).
Use the ABC Data Chart to understand why the learner might be engaging in the identified interfering
behavior.
1.3 Review data collected from direct observations
Data tables (commonly referred to as scatterplots in the FBA literature) can be used to help teams determine
possible functions of the behavior, when the behavior is occurring, and times of the day when an intervention
might be implemented to reduce the interfering behavior.
Use the ABI Data Table and Anecdotal Note form to identify patterns.
1.4 Develop a hypothesis statement and overall goal
Based upon the information gathered, the team develops a hypothesis statement that includes the following:
The setting events, immediate antecedents, and immediate consequences that surround the
interfering behavior.
A restatement and refinement of the description of the interfering behavior that is occurring.
The function the behavior serves (i.e., get/obtain, escape/avoid).
Use the ABI Planning Sheet to develop a hypothesis and goal.
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Step 2: Using ABI
This section describes the process of implementing ABI through selecting an ABI strategy that addresses the function
of the behavior.
2.1 Select ABI strategy that addresses the function of the interfering behavior
Based upon information gathered from the FBA and planning step, team members identify an ABI strategy
that will address the function of the interfering behaviors (Kern & Clemens, 2007). Possible ABI strategies
include:
Using learner preferences (include highly-preferred items within a non-preferred activities to prevent
learners from wanting to escape or avoid the activity);
Changing schedules/routines (create predictable schedules/routines and use visual supports);
Implementing pre-activity interventions (provide learners with information they need to participate in
an activity or routine);
Using choice-making (offer choices to increase learners control of a situation);
Altering how instruction is delivered (adapt or modify instruction in order to promote active
participation and engagement with classroom materials and activities); or
Enriching the environment with sensory stimuli (provide access to preferred sensory stimuli).
2.2 Create lesson plan that includes selected ABI strategy
Develop lesson plans that include the following components to ensure the selected antecedent-based
intervention strategy is included:
Weekly objectives for the learner with ASD that will lead to a decrease in an interfering behavior,
A statement of the strategy and what the teachers/practitioners will do, and
The materials needed to implement the antecedent-based intervention strategy.
Use the ABI Lesson Plan to develop a lesson plan using ABI.
2.3 Ignore interfering behavior
Teachers and practitioners should not provide reinforcement for the identified interfering behavior when it
occurs. For more information on extinction, check out the Extinction brief.
2.4 Provide learner with reinforcement
To promote appropriate behavior, remember to provide reinforcement each time the learner does not
engage in the interfering behavior and completes the weekly objective.
Antecedent-based Intervention
STEP-BY-STEP
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Antecedent-based Intervention National Professional Development Center on ASD 2016 4
Step 3: Monitoring ABI
The following process describes how the use of ABI can be monitored and how to determine if next steps based on
the data.
3.1 Collect and analyze data on interfering behavior
Measure a learner’s engagement in the interfering behavior by collecting frequency data and/or duration
data.
Use the ABI Event Sampling Form or ABI Duration Data to monitor behaviors.
3.2 Determine next steps based on learner progress
Collecting data will help team members determine if a learner is making progress and reducing the use of the
identified interfering behavior. If a learner is making progress based upon data collected, team members
should continue to use the selected strategies.
If the learner with ASD is not showing progress with the selected strategies and evidence-based practices, ask
yourself the following questions:
Is the behavior well defined?
Is the behavior measurable and observable?
Did a functional behavior assessment (FBA) indicate the function of the behavior?
Are the ABI strategies addressing the function of the interfering behavior?
Are team members ignoring the interfering behaviors?
Are team members providing the learner with reinforcement?
If these issues have been addressed and the learner continues to exhibit high rates of the interfering
behavior, consider selecting a different EBP or strategy to use with the learner.
Antecedent-based Intervention
STEP-BY-STEP
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Antecedent-based Interventions National Professional Development Center on ASD 2016 1
Identify and define interfering behavior through an FBA.
Collect data using direct observation methods.
Review data collected from direct observations.
Develop a hypothesis statement and an overall goal.
Select an ABI strategy that addresses the function of the interfering
behavior.
Using learner preferences
Changing schedules/routines
Implementing pre-activity interventions
Using choice-making
Altering how instruction is delivered
Enriching the environment with sensory stimuli
Create lesson plan that includes selected ABI strategy.
Ignore interfering behavior.
Provide learner with reinforcement.
Collect and analyze data on interfering behavior
Determine next steps based on learner progress
To find out
more
information
about…
Antecedent-based Interventions (ABI)
---Implementation Checklist---
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Antecedent-based Intervention National Professional Development Center on ASD 2016 1
Antecedent-based
Intervention
Where does the behavior occur?
With whom does the behavior occur?
When does the behavior occur?
During what activities does the behavior occur?
What are other peers/students doing when the behavior occurs?
What is the proximity of other students, teachers, and/or adults when the behavior occurs?
Number of individuals in the area:
Other environmental conditions:
---ABI Planning Worksheet---
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Antecedent-based Intervention National Professional Development Center on ASD 2016 2
Antecedent-based
Intervention
To get or obtain: To escape or avoid:
Attention Attention
Food Difficult task/activity
Toys Undesirable activity
Hugs Sensory stimulation
Sensory Stimulation Social stimulation
Other: Other:
For more information visit: www.afirm.fpg.unc.edu
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Antecedent-based Intervention National Professional Development Center on ASD 2015 1
Antecedent-based
Intervention
A-B-C Data Chart:
In the table below, record your observations
Antecedent Behavior Consequence
Date:
Time:
Date:
Time:
Date:
Time:
Date:
Time:
Date:
Time:
Date:
Time:
Date:
Time:
Date:
Time:
Date:
Time:
Date:
Time:
---A-B-C Data Chart---
For more information visit: www.afirm.fpg.unc.edu
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Antecedent-based
Intevention
Date
Time Activity
Date Observer
Initials
Target Skill/Behavior, Comments, and Plans for Next Steps
Date Observer
Initials
Target Skill/Behavior, Comments, and Plans for Next Steps
---ABI Data Collection & Notes---
For more information visit: www.afirm.fpg.unc.edu
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Antecedent-based Intervention National Professional Development Center on ASD 2016 1
---ABI Lesson Plan---
For more information visit: www.afirm.fpg.unc.edu
Antecedent-based
Intervention
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Antecedent-based
Intervention
Time (30-second intervals)
Item 30 60 90 120 150 180 210 240 270 300
---ABI Duration-Based
Preference Assessment---
For more information visit: www.afirm.fpg.unc.edu
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Every 2-5 Minutes
Ma
teri
al /
To
y
Animals Animals Animals Animals Animals Animals Animals Animals Animals Animals
Blocks Blocks Blocks Blocks Blocks Blocks Blocks Blocks Blocks Blocks
Books Books Books Books Books Books Books Books Books Books
Bristle
blocks
Bristle
blocks
Bristle
blocks
Bristle
blocks
Bristle
blocks
Bristle
blocks
Bristle
blocks
Bristle
blocks
Bristle
blocks
Bristle
blocks
Cars Cars Cars Cars Cars Cars Cars Cars Cars Cars
Computer Computer Computer Computer Computer Computer Computer Computer Computer Computer
Dolls Dolls Dolls Dolls Dolls Dolls Dolls Dolls Dolls Dolls
Gross
motor
Gross
motor
Gross
motor
Gross
motor
Gross
motor
Gross
motor
Gross
motor
Gross
motor
Gross
motor
Gross
motor
Kitchen Kitchen Kitchen Kitchen Kitchen Kitchen Kitchen Kitchen Kitchen Kitchen
Letters Letters Letters Letters Letters Letters Letters Letters Letters Letters
Little
people
Little
people
Little
people
Little
people
Little
people
Little
people
Little
people
Little
people
Little
people
Little
people
Playdough Playdough Playdough Playdough Playdough Playdough Playdough Playdough Playdough Playdough
Pop up toy Pop up toy Pop up toy Pop up toy Pop up toy Pop up toy Pop up toy Pop up toy Pop up toy Pop up toy
Put in toy Put in toy Put in toy Put in toy Put in toy Put in toy Put in toy Put in toy Put in toy Put in toy
Puzzles Puzzles Puzzles Puzzles Puzzles Puzzles Puzzles Puzzles Puzzles Puzzles
Sensory toy Sensory toy Sensory toy Sensory toy Sensory toy Sensory toy Sensory toy Sensory toy Sensory toy Sensory toy
Sorting toy Sorting toy Sorting toy Sorting toy Sorting toy Sorting toy Sorting toy Sorting toy Sorting toy Sorting toy
Stacking
toy
Stacking
toy
Stacking
toy
Stacking
toy
Stacking
toy
Stacking
toy
Stacking
toy
Stacking
toy
Stacking
toy
Stacking
toy
Swing Swing Swing Swing Swing Swing Swing Swing Swing Swing
Trains Trains Trains Trains Trains Trains Trains Trains Trains Trains
Water/Sand
table
Water/Sand
table
Water/Sand
table
Water/Sand
table
Water/Sand
table
Water/Sand
table
Water/Sand
table
Water/Sand
table
Water/Sand
table
Water/Sand
table
---ABI Preference Assessment
Worksheet: Early Childhood---
Antecedent-Based
Intervention
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Antecedent-Based
Intervention
For more information visit: www.afirm.fpg.unc.edu
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Every 2-5 Minutes
Ma
teri
al /
To
y
Balls Balls Balls Balls Balls Balls Balls Balls Balls Balls
Board
game
Board
game
Board
game
Board
game
Board
game
Board
game
Board
game
Board
game
Board
game
Board
game
Books Books Books Books Books Books Books Books Books Books
Card game Card game Card game Card game Card game Card game Card game Card game Card game Card game
Comic
books
Comic
books
Comic
books
Comic
books
Comic
books
Comic
books
Comic
books
Comic
books
Comic
books
Comic
books
Computer Computer Computer Computer Computer Computer Computer Computer Computer Computer
Cooking Cooking Cooking Cooking Cooking Cooking Cooking Cooking Cooking Cooking
Gross
motor
Gross
motor
Gross
motor
Gross
motor
Gross
motor
Gross
motor
Gross
motor
Gross
motor
Gross
motor
Gross
motor
Paint Paint Paint Paint Paint Paint Paint Paint Paint Paint
Puzzles Puzzles Puzzles Puzzles Puzzles Puzzles Puzzles Puzzles Puzzles Puzzles
Sand/Water Sand/Water Sand/Water Sand/Water Sand/Water Sand/Water Sand/Water Sand/Water Sand/Water Sand/Water
Sensory
material
Sensory
material
Sensory
material
Sensory
material
Sensory
material
Sensory
material
Sensory
material
Sensory
material
Sensory
material
Sensory
material
Swing Swing Swing Swing Swing Swing Swing Swing Swing Swing
Writing Writing Writing Writing Writing Writing Writing Writing Writing Writing
---ABI Preference Assessment Worksheet:
Elementary, Middle, & High School---
Antecedent-Based
Intervention
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Antecedent-Based
Intervention
For more information visit: www.afirm.fpg.unc.edu
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Steps Independent Notes
Yes No
Yes No
Yes No
Yes No
Yes No
---ABI Steps for Identifying
Instructional Adaptations Worksheet---
Antecedent-Based
Intervention
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Antecedent-Based
Intervention
Steps Adaptation(s)
For more information visit: www.afirm.fpg.unc.edu
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Routine/Activity Target Skill(s) Strategy
Adapted from: Grisham-Brown, J., Hemmeter, M. L., & Pretti-Frontczak, K. (2005). Blended practices for teaching young children in inclusive settings.
Baltimore: Paul H. Brooks Pub. Co.
---ABI Activity Matrix---
Antecedent-Based
Intervention
For more information visit: www.afirm.fpg.unc.edu
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Early
Intervention
(0-2)
Preschool
(3-5)
Elementary
(6-11)
Middle
(12-14)
High
(15-22)
Social Social Social Social
Communication Communication Communication Communication
Behavior Behavior Behavior Behavior Behavior
School-
Readiness
School-
Readiness
School-
Readiness
Play Play Play
Motor
Adaptive Adaptive Adaptive
Academic Academic Academic
Antecedent-
based
Interventions
ABI
Antecedent-based Interventions (ABI)
---Tip Sheet for Professionals---
Antecedent-based Interventions…
Are an evidence-based practice for children and youth
with autism spectrum disorder (ASD) from 0-22 years old
that can be implemented in multiple settings.
Focus on identifying the events that take place
immediately before and after an identified interfering
behavior in order to modify the environment to change
the conditions in the setting that prompt a learner to
engage in the behavior.
Why Use?
ABI are designed to prevent the identified interfering
behavior from occurring.
Team members can use ABI to increase engagement and
on-task behaviors.
ABI are easy to implement and require little additional
effort by team members.
Outcomes
The evidence-base for ABI supports the use of this
practice to address the outcomes below:
TIPS:
TIPS:
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Antecedent-based Interventions National Professional Development Center on ASD 2016 2
Antecedent-
based
Interventions
ABI
This tip sheet was
designed as a
supplemental
resource to help
provide basic
information about
the practice.
For more information visit:
www.afirm.fpg.unc.edu
STEPS FOR IMPLEMENTING
1
• Identify and define interfering behavior through
an FBA
• Collect data using direct observation methods.
• Review data collected from direct observations.
• Develop a hypothesis statement and an overall
goal.
• Select an ABI strategy that addresses the function
of the interfering behavior. ABI strategies include:
• Using learner preferences
• Changing schedules/routines
• Implementing pre-activity interventions
• Using choice-making
• Altering how instruction is delivered
• Enriching the environment with sensory
stimuli
• Create lesson plan that includes selected ABI
strategy.
• Ignore interfering behavior.
• Provide learner with reinforcement.
• Collect and analyze data on interfering behavior.
• Determine next steps based on learner progress.
Antecedent-based Interventions (ABI)
---Tip Sheet for Professionals---
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This parent
introduction to ABI
was designed as
a supplemental
resource
to help answer basic
questions about
this practice.
To find out more
about how ABI is
used with your child,
speak with:
For more information visit:
www.afirm.fpg.unc.edu
This introduction provides basic information about functional
behavior reinforcement.
What is ABI? Antecedent-based interventions is an evidence based
practice for children and youth with autism spectrum
disorder (ASD) from 0-22 years old.
ABI is used to make changes to the environment to
decrease an identified interfering behavior and
increase on-task behaviors.
Why use ABI with my child? Antecedent-based interventions can be used to
prevent or reduce interfering behaviors and increase
engagement in an activity.
Research studies have shown that antecedent-based
interventions has been used effectively with learners in
early intervention, preschool, elementary school,
middle school, and high school to address social,
communication, behavior, school readiness, play,
motor, adaptive, and academic outcomes.
What activities can I do at home? When your child has a challenging behavior, think
about what happened before and after the behavior.
Think of ways you can change what happens before the
challenging behavior. For example, if your child refuses
to brush his or her teeth, consider introducing a visual
schedule to signal your child needs to brush teeth and
the steps involved. Changing the environment before
an activity (such as using a picture rather words) the
challenging behavior may decrease.
Remember to praise your child or provide
reinforcement for completing a task or activity.
Antecedent-based Interventions (ABI)
---Parent’s Guide---
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Antecedent-based Interventions National Professional Development Center on ASD 2016 1
Antecedent-based
Intervention
For more information visit: www.afirm.fpg.unc.edu
Turner, K. S., & Johnson, C. R. (2013). Behavioral interventions to address
sleep disturbances in children with autism spectrum disorders: A review.
Topics in Early Childhood Special Education, 33(3), 144-152.
First Then Visual Schedule HD by Good Karma Applications, INC
($14.99)
Pictello by AssistiveWare ($19.99)
IRIS Center (2016). Antecedent-based intervention. Retrieved January
22nd, 2016 from:
http://iris.peabody.vanderbilt.edu/module/fba/cresource/q3/p09/fba_09_li
nk_antebased/
---Additional Resources---
Check out
these
resources to
support your
use of
antecedent-
based
intervention.
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Antecedent-based Intervention National Professional Development Center on ASD 2015 1
Standard Description
Initial Preparation Standard 2: Learning Environments
ISCI 2 S5 Modify the learning environment to manage behaviors
ISCI 2 S10 Use effective and varied behavior management strategies
ISCI 2 S11 Use the least intensive behavior management strategy consistent with the needs of the individual
with exceptionalities
Initial Preparation Standard 4: Assessment
DDA4 K2 Assessments of environmental conditions that promote maximum performance of individuals
with developmental disabilities/autism spectrum disorders
DDA4 S3 Conduct functional behavior assessments (FBA) that lead to development of behavior support
plans
Initial Preparation Standard 5: Instructional Planning & Strategies
ISCI 5 S8 Prepare lesson plans
ISCI 5 S9 Prepare and organize materials to implement daily lesson plans
DDA5 S4 Use instructional strategies that fall on a continuum of child-directed to adult-directed in natural
and structured context
DDA5 S5 Consistent use of proactive strategies and positive behavioral supports
DDA5 S10 Structure the physical environment to provide optimal learning for individuals with
developmental disabilities/autism spectrum disorders
Standard Description
Advanced Preparation Standard 1: Assessment
SEDAS1.S8 Conduct functional behavioral assessments (FBA) to determine what initiates and maintains a
challenging/interfering behavior
Advanced Preparation Standard 3: Programs, Services, and Outcomes
SEDAS3.S10 Organize the curriculum to integrate individuals’ special interests and materials, activities and
routines across curriculum
For more information visit: www.afirm.fpg.unc.edu
Antecedent-based Intervention
CEC Standards
The CEC Standards that apply to all 27 evidence-based practices can be found on our website
at: http://afirm.fpg.unc.edu/learn-afirm
Below are CEC Standards that apply specifically to Antecedent-based Intervention (ABI)
module.
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Antecedent-based Interventions National Professional Development Center on ASD 2016 1
1. Alberto, P. A., & Troutman, A. C. (2008). Applied behavior analysis for teachers, 8th ed. Upper Saddle
River, NJ: Prentice Hall.
2. Kern, L., Choutka, C. M., & Sokol, N. G. (2002). Assessment-based antecedent interventions used in
natural settings to reduce challenging behaviors: An analysis of the literature. Education &
Treatment of Children, 25, 113-130.
3. Luiselli, J. K. (2008). Antecedent (preventive) intervention. In J. K. Luiselli, D. C. Russo, W. P.
Christian, & S. M. Wilczynski (Eds.) Effective practices for children with autism: Educational and
behavioral support interventions that work (pp. 393-412). NY: Oxford University Press.
4. Ahearn, W. H. (2003). Using simultaneous presentation to increase vegetable consumption in a
mildly selective child with autism. Journal of Applied Behavior Analysis, 36(3), 361-365. doi:
10.1901/jaba.2003.36-361
5. Kliebert, M. L., & Tiger, J. H. (2011). Direct and distal effects of noncontingent juice on rumination
exhibited by a child with autism. Journal of Applied Behavior Analysis, 44(4), 955-959. doi:
10.1901/jaba.2011.44-955
6. Butler, L. R., & Luiselli, J. K. (2007). Escape-maintained problem behavior in a child with autism
antecedent functional analysis and intervention evaluation of noncontingent escape and
instructional fading. Journal of Positive Behavior Interventions, 9(4), 195-202. doi:
10.1177/10983007070090040201
7. Ebanks, M. E., & Fisher, W. W. (2003). Altering the timing of academic prompts to treat destructive
behavior maintained by escape. Journal of Applied Behavior Analysis, 36(3), 355-359. doi:
10.1901/jaba.2003.36-355
8. Hagopian, L. P., & Toole, L. M. (2009). Effects of response blocking and competing stimuli on
stereotypic behavior. Behavioral Interventions, 24(2), 117-125. doi: 10.1002/bin.278
9. Ladd, M. V., Luiselli, J. K., & Baker, L. (2009). Continuous access to competing stimulation as
intervention for self-injurious skin picking in a child with autism. Child & Family Behavior Therapy,
31(1), 54-60. doi: 10.1080/07317100802701400
man Services
19. Fox, L. C. (2014). Physical activity and adolescent girls with ASD: Effects of an individualized exercise
program on cognitive, social, and physical-health indicators. (Doctoral dissertation). University of North
Carolina at Chapel Hill, Chapel Hill, NC. Retrieved from:
https://cdr.lib.unc.edu/indexablecontent/uuid:38f63ab4-b106-43f6-8639-2c...
Antecedent-based
Interventions
---Module References---
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Antecedent-based
Interventions
10. Schreibman, L., Whalen, C., & Stahmer, A. C. (2000). The use of video priming to reduce disruptive
transition behavior in children with autism. Journal of Positive Behavior Interventions, 2(1), 3-11. doi:
10.1177/109830070000200102
11. Tiger, J. H., Fisher, W. W., Toussaint, K. A., & Kodak, T. (2009). Progressing from initially ambiguous
functional analyses: Three case examples. Research in Developmental Disabilities, 30(5), 910-926.
doi: 10.1016/j.ridd.2099.01.005
12. Cale, S. I., Carr, E. G., Blakeley-Smith, A., & Owen-DeSchryver, J. S. (2009). Context-based
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13. Carter, C. M. (2001). Using choice with game play to increase language skills and interactive
behaviors in children with autism. Journal of Positive Behavior Interventions, 3(3), 131-151. doi:
10.1177/109830070100300302
14. Dudley, L. L., Johnson, C., & Barnes, R. S. (2002). Decreasing rumination using a starchy food
satiation procedure. Behavioral Interventions, 17(1), 21-29. doi: 10.1002/bin.104
15. Dyer, K., Dunlap, G., & Winterling, V. (1990). Effects of choice making on the serious problem
behaviors of students with severe handicaps. Journal of Applied Behavior Analysis, 23(4), 515-524.
doi: 10.1901/jaba.1990.23-515
16. Kennedy, C. H. (1994). Manipulating antecedent conditions to alter the stimulus control of
problem behavior. Journal of Applied Behavior Analysis, 27(1), 161-170. doi: 10.1901/jaba.1994.27-
161
17. Koegel, L. K., Koegel, R. L., Frea, W., & Green-Hopkins, I. (2003). Priming as a method of
coordinating educational services for students with autism. Language, Speech, and Hearing Services
in Schools, 34(3), 228. doi: 10.1044/0161-1461(2003/019)
18. Piazza, C. C., Hanley, G. P., & Fisher, W. W. (1996). Functional analysis and treatment of cigarette
pica. Journal of Applied Behavior Analysis, 29(4), 437-450. doi: 10.1901/jaba.1996.29-437
19. Rosales, R., Worsdell, A., & Trahan, M. (2010). Comparison of methods for varying item
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367-376. doi: 10.1016/j.rasd.2009.10.004
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Interventions
20. Rispoli, M., O'Reilly, M., Lang, R., Machalicek, W., Davis, T., Lancioni, G., & Sigafoos, J. (2011). Effects
of motivating operations on problem and academic behavior in classrooms. Journal of Applied
Behavior Analysis, 44(1), 187-192. doi: 10.1901/jaba.2011.44-187
21. Rispoli, M. J., O'Reilly, M. F., Sigafoos, J., Lang, R., Kang, S., Lancioni, G., & Parker, R. (2011). Effects of
presession satiation on challenging behavior and academic engagement for children with autism
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22. Reinhartsen, D. B., Garfinkle, A. N., & Wolery, M. (2002). Engagement with toys in two-year-old
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Severe Disabilities, 27(3), 175-187. doi: 10.2511/rpsd.27.3.175
23. Haley, J. L., Heick, P. F., & Luiselli, J. K. (2010). Use of an antecedent intervention to decrease vocal
stereotypy of a student with autism in the general education classroom. Child & Family Behavior
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24. Dunlap, G., & Plienis, A. J. (1991). The influence of task size on the unsupervised task performance
of students with developmental disabilities. Education and Treatment of Children, 14(2), 85-95.
25. Conroy, M. A., Asmus, J. M., Sellers, J. A., & Ladwig, C. N. (2005). The use of an antecedent-based
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Focus on Autism and Other Developmental Disabilities, 20(4), 223-230. doi:
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26. Mason, S. A., & Newsom, C. D. (1990). The application of sensory change to reduce stereotyped
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27. Rapp, J. T., Vollmer, T. R., Peter, C., Dozier, C. L., & Cotnoir, N. M. (2004). Analysis of response
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28. Sigafoos, J., Green, V. A., Payne, D., O'Reilly, M. F., & Lancioni, G. E. (2009). A classroom-based
antecedent intervention reduces obsessive-repetitive behavior in an adolescent with autism.
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29. O'Connor, A. S., Prieto, J., Hoffmann, B., DeQuinzio, J. A., & Taylor, B. A. (2011). A stimulus control
procedure to decrease motor and vocal stereotypy. Behavioral Interventions, 26(3), 231-242. doi:
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30. Stichter, J. P., Randolph, J. K., Kay, D., & Gage, N. (2009). The use of structural analysis to develop
antecedent-based interventions for students with autism. Journal of Autism and Developmental
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31. Walpole, C. W., Roscoe, E. M., & Dube, W. V. (2007). Use of a differential observing response to
expand restricted stimulus control. Journal of Applied Behavior Analysis, 40(4), 707-712. doi:
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32. Wong, C., Odom, S. L., Hume, K. Cox, A. W., Fettig, A., Kucharczyk, S., Schultz, T. R. (2014). Evidence-
based practices for children, youth, and young adults with autism spectrum disorder. Chapel Hill:
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Report.pdf
33. Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom
behavior. Psychology in the Schools, 44(1), 65-75.
34. Cihak, D., Alberto, P. A., & Frederick, L. D. (2007). Use of brief functional analysis and intervention
in public settings. Journal of Positive Interventions, 9(2), 80-93.
35. Grisham-Brown, J., Hemmeter, M. L., & Pretti-Frontczak, K. (2005). Blended practices for teaching
young children in inclusive settings. Baltimore: Paul H. Brooks Pub. Co.
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